Welcome to Design Technology & Engineering Teaching Resources

Sticky

By @MOyebodeTeacher

cropped-dtengineering-logo-square-1.jpgDesign Technology & Engineering Teaching Resources is the home of quality professional teaching & learning resources dedicated to Design Technology (DT) and Engineering.

In the spirit of the Society for Education and Training’s professional standard on collaboration this website was set up to share ideas with other teachers and educators in the design technology and engineering subject field.

 

6) Build positive and collaborative relationships with colleagues and learners

20) Contribute to organisational development and quality improvement through collaboration with others

Education and Training Foundation’s Professional Standards

 

Check out our resources on TES:

TES Shop homepage

Design Technology Resources: Industrial Manufacture of Packaging

Standard

Full lesson resource includes full PowerPoint presentation.

1) Students to investigate different types of packaging.

2) Students to analyse why different materials may be better for different items.

3) Students to compare the difference between die cutting and creasing, and learn about registration marks.

Download Resource Now

Slide1Slide2Slide7

Design Technology Resources: An Introduction to Packaging Graphics

Standard

Full lesson resource includes full PowerPoint presentation, lesson plan and activity sheet.

Aims and objectives:

1) Students to evaluate existing packaging graphics used in chocolate boxes.

2) Students to create packaging graphics for a chocolate box.

Download Resource Now

Slide1Slide2Slide8

About Me

Standard

IMG_5022Michael Oyebode BSc (Hons) PGCE QTLS MSET

Subject Specialisms taught:

Product Design, Resistant Materials Technology, Graphic Products, Mathematics, Business Studies, Computing and ICT

Subject levels taught:

Key Stages 3, 4, and 5

Michael qualified as a Teacher of Design Technology and Engineering in July 2015 at the University of Huddersfield. To demonstrate his professionalism and competency, he went on to complete and pass the Society of Education and Training’s professional formation to gain the status of Qualified Teacher Learning and Skills (QTLS) in Winter 2016 submission.

Michael’s subject knowledge was initially obtained on his bachelors degree back in 2003 having studied BSc (Hons) in Engineering Product Design at London South Bank University. He keeps up to date with current subject knowledge by personal research and study. He is also a member of a number of organisations including the Institution of Engineering Designers (IED) and The Design and Technology Association.

Michael used to be a web designer and digital marketer for over 10 years before he trained as a Teacher. He’s passionate about design, technology and gadgets. He also has a particular interest in automotive design and engineering.

Modelling: how, why and what can go wrong

Standard

Modelling: how, why and what can go wrong…

Class Teaching

MELCmodellingThe DHS 2015-16 15 minute forum programme was kicked off tonight, with Andy Tharby talking about modelling.

In his first year of teaching, Andy taught a top set Y11 class.  He worked his socks off for a year, but come the summer, only four of them achieved a grade A.  On reflection he soon realised why – he wasn’t modelling to the students, how they needed to apply their knowledge and skills.  It soon became clear to Andy that modelling is teaching.

MELC6

Within our six principles of great teaching, modelling is key.  Why?

  1. It sets a benchmark for excellence, by showing students the quality they should be aspiring to.

2.  It makes abstract success criteria concrete.  Simply telling students what the success criteria are, or writing them down can be relatively meaningless for students.  They need to be able to see what they are aiming for.

3. It excavates the thought processes…

View original post 709 more words

Why Modelling?

Standard

Why Modelling?…

Class Teaching

Tonight’s 15 minute forum was led by our Director of Science, Steph Temple.  Steph started the session by apologising for her powerpoint and saying that she wasn’t much of a powerpoint person…which probably explains why she was leading this session!

Modelling is one of our 6 pedagogical principles, but as Steph explained brilliantly in her session, they do not work in isolation.  They are very much interlinked.  So whilst modelling is important in terms of showing students how to apply the knowledge and skills that they have been taught, it also very much interwoven with explanation and questioning.  When we are explaining things, especially in science, we model our thinking to help students understand these complex ideas, whilst questioning them to gauge their understanding.

So, why do we model?

So that students know what to do with the knowledge and skills.

For example…

  1. How to construct an essay, exam answer, conclusion to an…

View original post 651 more words